These SLOs define the content of the LIS Curriculum and are reviewed each year by LIS faculty. Each SLO also includes several specific examples of skills (evidence indicators). All course syllabi will include the Student Learning Outcomes being covered by the course.

SLO 1: Understand, apply and articulate the history, philosophy, principles and ethics of library and information science and the related professions.

1a) Apply LIS theory and principles to diverse information contexts

1b) Demonstrate understanding of the historical context of information services and systems

1c) Develop and apply critical thinking skills in preparation for professional practice

7) Briefly explain the assessment activities that took place in the last 18 months.

We continued our analysis of student achievement of SLOs at the assignment level. All instructors are asked to submit course performance profiles where they detail how many students exceed, meet, approach and do not meet standards for each SLO in major course assignments. We discussed these process in faculty meetings and in special accreditation meetings as preparation for our 2015 reaccreditation process. We used employer and alumni survey results to decide on our newest faculty hire--her research and teaching span several areas (reference, public libraries, multicultural literature, etc.) that were identified as important for us to maintain and strengthen.

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

Direct evidence of student learning (student work products)

Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Other 1: Other 2:

14) Please briefly describe how the program used the results.

We revised the assessment policy for the oral exam scenarios, making it clear that a student needs to average 5/7 (meets standards) on every scenario response to pass the exam.

We offered more technology courses, as results indicated that some students had difficulty in this area.

15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

As mentioned previously, the period under review in this report includes most of our ramp-up for reaccreditation by the American Library Association, which happens once every seven years. It is a wide-ranging review that requires us to document our planning and assessment practices, and how the results are used to evolve the program. Having these regular program reports has helped regularize our assessment practices, and we are hopeful that this will be reflected in the accreditation team's positive reaction to our report.

16) If the program did not engage in assessment activities, please explain.